Reach On Educational Management Practice Of Nine-year Persistent Schools

Nine-year persistent schools are new things after reform and opening up to the outsideworld and have emerged in the wave of educational reform. Nine-year consistent schools startin the1980s in Shanghai. Until now, the number of the schools is considerable and theschools develop well. The schools are in the stage of educational practice of exploration, buthave drawn more and more attention of the academic experts and scholars. The research of9-year consistent schools focuses on the constructing model, primary and secondarycurriculum reform and cohesion and the specific experiences of school management. Thispaper intends to study the subjects of educational administration. The subjects mainly includethe school administration, teachers and teaching management, students’ management, themanagement of moral education and curriculum management. Nine-year consistent schoolsplay an important role in promoting the successive compulsory education, the educationalfairness and efficiency, and directly alleviating the pressure of choosing schools. But in actualmanagement process, the schools appear management difficulties in the school administration,curriculum cohesion, the instability of students’ enrollment, waste of teaching and learning. Inview of correlative problems, the author puts forward feasible thinking and expects to offerbeneficial thinking and useful reference.This paper explains the educational management of schools in four chapters. The firstchapter defines the core concepts of9-year consistent schools; Chapter Two explains thetheoretical basis of9-year persistent school constructing. Chapter Three explains the presentsituation and problems in actual school educational management and analyzes the reasons.Chapter Four, the paper gives suggestions on education management.